Numerical Estimation Skills, Epistemic Cognition, and Climate Change: Mathematical Skills and Dispositions That Can Support Science Learning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/in	Thacker, Ian
Titel	Numerical Estimation Skills, Epistemic Cognition, and Climate Change: Mathematical Skills and Dispositions That Can Support Science Learning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Statistics; Computation; Mathematics Skills; Cognitive Processes; Epistemology; Intervention; Climate; Undergraduate Students; Science Instruction; Interdisciplinary Approach; Mathematical Logic; Misconceptions; Scientific Concepts + Suchen Sie Ihr Suchwort? Statistik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Erkenntnistheorie; Klima; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematical logics; Mathematische Logik; Missverständnis
Abstract	Texts presenting novel statistics can shift learners attitudes and conceptions about controversial science topics. However, not a lot is known about the mechanisms underlying this conceptual change. The purpose of this study was to investigate two potential mechanisms that underlie learning from novel statistics: numerical estimation skills and epistemic cognition. This research investigated two treatments--a numerical estimation and epistemic cognition intervention--that were expected to enhance people's ability to make sense of key numbers about climate change. Results indicated that undergraduate students (N = 516) who were given instruction on numerical estimation strategies before shown novel climate change statistics had fewer misconceptions when compared with people who did not. Findings provide emerging evidence that supporting mathematical reasoning skills can enhance conceptual change in science. [For the complete proceedings, see ED629884.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01